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Discrete-Item Test 1. 2.

Oral Performance Test

Reflection
MK.: Ukuran dan Evaluasi
Pengajar: Sisilia S. Halimi, SS, MA, PhD

Dipresentasikan Oleh:

Juniato Sidauruk
NPM 0906655282

Pascasarjana Ilmu Linguistik, Fakultas Ilmu Pengetahuan Budaya, Universitas Indonesia, 19 Sept 2010
1. Discrete-Item Test

The Individual components of the learners knowledge,


e.g. gap-fills, multiple choice

.: competence performance

Pre-Course Test
.: Language Testing (in general):
Placement Test .: right class (pre) In-Course Test
Progress Test (in)
Achievement Test (post)
End-Course Test
E & A Factors
Efficiency & Appropriacy Factors
What to consider?

Practicality Efficacy Appropriacy

Reliability
Easy Face validity
Validity
Economy
Backwash-effect

Spin-off

.: competence performance
Testing grammar using discrete-item test

Test 1 : fairly limited ?


Test only word order constraints on the three adverbs. Problem: bluffing. Solution : Ask to translate.
Test 2 : Gap-fills (Easy to design; Extremely easy to mark; .: wide popularity)
cf. Cloze test : effective @ testing overall linguistic competence. + for placement test coz testing a wide
variety of language items = competence
.: Test 1 and Test 2 form-focused meaning-focused
Test 3. Learners match their understanding of the meaning against some data. = grammar
interpretation task. Problem : time lag between understanding and production.
Solution: change the instruction Look at the information in the chart and make ten sentences with
yet, already and still. Include at least two examples of each.
Test 4 & 5 : tend to performance. Needs imagination (spontaneity and creativity) (Test 4). A more
natural context (Test 5)
2. Oral Performance Test
DIT OPT Testing grammar in an oral performance test
Modelled Standard repertoire of Step 1: students in pairs Student A and Student B (with
on classroom production picture); some writing activity. A and B leave and enter
practice activities the test-room.
activities e.g. role-play, simulation,
discussions, informal chat Step 2: Students perform and describe the picture. Examiner
listens to students perform and scores each of them
match the criteria on the left.

What is being tested?


Ability to use linguistic system (grammar, vocabulary, and
pronunciation)
+ backwash effects. Also Valid (if purpose to develop
communicative competence.
Problem :
validity of scoring system and weighing for categories.
Reliability of scoring system (subjective)
Face validity (A s score depends on Bs).
Spin-off. Except recorded.
Practicality (difficult to set up, administer, and score).
Reflection
teacher

Test
=
a headache to
institutions

But, thru test, lies :


- Feedback on T/L Process
- Encourage learners to review + influence on learning.
- To review .: to familiarize
- To know method and conditions of assessment
Terima kasih

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